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Developmental Model. Guiding Philosophy. Motor Development is Age-related, NOT AGE DEPENDENT Motor Skill Progression follows a similar path for all children, sequence is similar, but rates are not LEARNING THROUGH THE PHYSICAL! Need to understand Child Development
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Guiding Philosophy • Motor Development is Age-related, NOT AGE DEPENDENT • Motor Skill Progression follows a similar path for all children, sequence is similar, but rates are not • LEARNING THROUGH THE PHYSICAL! • Need to understand Child Development • Based on knowledge of what is known to be appropriate for that age level of student
History Laban’s Movement Education, led to Skill Themed Education, led to Developmental Model Influenced by: • Jean Piaget • Lev Vygotsky • Eric Ericson
Summary of Model Philosophy • Holistic Approach- “whole child” • From movement exploration to understanding significance of movement • Process oriented skill development • Learning increased by sequencing lesson in each developmental area: • Cognitive/ Affective / Psychomotor
Summary cont. • Wide Range of “normal” • Different Learning Styles • Cultural learning differences • Individualized Instruction
Activities • Cooperative, and competitive activities that are child initiated • Accommodate maturation rates and individual differences
Important Areas • Independence • Expression and communication through movement • Accepting Responsibility • Rules and positive behavior
Components of Model: 4 Objectives of Model • Organic Development • Neuromuscular Development • Intellectual Development • Social-Personal-Emotional Development • WHOLE CHILD
Organic • Muscular Strength • Static and Dynamic balance • CDV endurance • Muscular endurance • Flexibility
Neuromuscular • Perceptual Motor • Balance, kinesthetic, visual, auditory, temporal, body awareness, laterality, etc. • Fundamental Movement Skills
Intellectual • Knowledge • Rules, safety, etiquette, terms, etc. • Strategies, tactics, judgment, problem solving, relationships, etc.
Social-Personal • Self-esteem • Self-actualization • Healthy responses to conflict, difference, frustration, requirements, success and failure, spectator appreciation, etc.
Pros Includes all ability levels Fosters independence Based on age appropriate Develops Physical and Mental and Emotional “Drawbacks” Works better if implemented District wide Requires good communication between all teachers Requires total planning beforehand Must design programs to meet the needs of diverse learners Pros and Cons
Philosophical Views: • Competition vs. cooperation • Competition should not be used for meeting basic needs • Students must understand that “winner” is not just the person who finished first • Competition can be motivational, but both competition and cooperation can be used to meet the goal
Philosophical Views: • Rules • Rules are made by humans and can be changed • Rules are made to balance the needs of the individual and the needs of the group • Rules prevent accidents • Rules help achieve goals • Rules allow for equal competition • Children should help make the rules and determine consequences
Conceptual Framework Phases of Motor Development Categories Content areas Concepts Components of Fitness Levels
Primary Grades: Early Development • Following directions • Making choices • Developing courage • Organic Development
References: • Kelly & Melagrano. (2004) Developing the Physical Education Curriculum. Champaign, IL: Human Kinetics. • Hoffman, H., Young, J., & Klesius, S. (1981). Meaningful Movement for Children: A Developmental Theme Approach to Physical Education. Boston: Allyn and Bacon. • Stillwell, J. & Willgoose, C. (2006). The Physical Education Curriculum, 6th ed. Prospect Heights, IL: Waveland Press. • Barrett, Kate R. (1992). What does it mean to have a developmentally appropriate physical education program? Physical Educator, 49(3) 114-118.
